2016 | Volume 4Yearbook of the GCLA ContentsSection AJuliana Goschler and Susanne NiemeierIntroduction: Cognitive approaches to L2 learning and teaching 3Lynn Anthonissen and Tanja MortelmansGerman modals in second language acquisition: A constructionistapproach9 Sabine Jentges„Im Deutschen kan das nicht“ – Text type didactics for the teaching of Germanmodal verb constructions31 Elsa Liste LamasPath encoding in German as a foreign language: Difficulties encountered by L1Spanish learners47 Daniela CaluianuOne step closer to the target: Using Construction Grammar to teach theexpression of motion events to Japanese learners of English67 Section BJörg Roche and Ferran SuñerMetaphors and grammar teaching 89Valentina GradelThe acquisition of the German case system by foreign language learnersthrough computer animations based on cognitive linguistics113 Katsiaryna EL-Bouz (née Kanaplianik)Animation of grammar – Interplay of cognitive linguistics and multimedialearning: The example of German modal auxiliaries135 Contentsvi Ingo FehrmannTeaching the form-function mapping of German ‘prefield’ elements usingConcept-Based Instruction153 Ronald KemsiesFrame-based instruction: Teaching polysemous nouns in the L2 171Dorothee Kohl-Dietrich, Constanze Juchem-Grundmann and Wolfgang SchnotzConceptual motivation as a tool for raising language awareness in the Englishas a foreign language classroom – Does it enhance learning outcomes?Insights from an empirical study193 Anwar AlmuosebA lexical-semantic analysis of the English prepositions at, on and in and theirconceptual mapping onto Arabic211 Section CHeike Behrens, Karin Madlener and Katrin SkoruppaThe role of scaffolding
Yearbook of the German Cognitive Linguistics Association (to be published December 2013) – de Gruyter
Published: Nov 1, 2016
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